A Capstone Project: Closing the Achievement Gap of English Learners in Literacy at Sunshine Elementary School Using the Gap Analysis Model

Autor/in	Herrera, Juan Carlos
Titel	A Capstone Project: Closing the Achievement Gap of English Learners in Literacy at Sunshine Elementary School Using the Gap Analysis Model
Quelle	(2013), (125 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-6742-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Achievement Gap; Second Language Learning; English (Second Language); Low Achievement; Reading Achievement; Literacy; Semi Structured Interviews; Goal Orientation; Alignment (Education); Professional Development; Teacher Collaboration; Parent Participation; Culturally Relevant Education; Leadership; Reading Instruction; Reading Comprehension + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Unterdurchschnittliche Leistung; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Zielorientierung; Zielvorstellung; Lehrerkooperation; Elternmitwirkung; Führung; Führungsposition; Leseunterricht; Leseverstehen
Abstract	This project was an alternative capstone dissertation conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English Language (EL) population of a single school, Sunshine Elementary, using the gap analysis model (Clark and Estes, 2008). More specifically, the purpose of the analysis was to examine possible causes for the literacy gap that impact student reading achievement at Sunshine. As part of the problem-solving model, the inquiry group reviewed the school's mission, goals, and organizational gaps. The team investigated possible root causes for the performance gaps noted. During this phase of the project, data were collected from Sunshine Elementary administrators, teachers, parents and students who completed surveys regarding their views towards literacy and the overall school environment. The principal, as well as several teachers participated in semi-structured face-to-face interviews, discussions, and a review of the current school adopted literacy program. This step led to a condensed list of validated root causes: (a) goal alignment, (b) professional development, (c) teacher collaboration, (d) parent involvement, (e) culturally relevant pedagogy, and (f) site based leadership. Finally, the inquiry team developed recommendations about viable solutions based on a review of the literature and research and theory on developmental perspectives on reading and literacy. The awareness of the benefits of developmental reading instruction has implications for positive social change by linking the multiple dimensions of reading, literacy, and comprehension development for ELs at this school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01